An Empirical Study On English Reading Teaching In Senior Middle School Based On Schema Theory

English reading teaching occupies a central position in senior middle school, which the national college entrance examination attaches great importance to. However, for a long time, there are still some problems in the traditional reading teaching. Therefore, how to improve the students’ reading ability has become a pressing matter at the moment. In recent years, the role of Schema Theory in reading has attracted attention of scholars worldwide. The author summarizes the predecessors’ achievements and guided by the schema theory, the author designs a English teaching model which is easy to operate in senior high school, aiming to help students activate the schema in mind, supplement the lack of schema and develop a new schema to understand and grasp the knowledge of the reading materials. The author compares the result of the experimental class and control class to detect what effect the schema-oriented method has on improving high school students’English reading comprehension. It is hoped that the study can help to promote English reading teaching theatrically and practically.The author carried out an experimental study in two classes of grade one. In the experimental class, schema-oriented instruction model was adopted while traditional teaching method was utilized as usual in the control class. The purpose of the survey and experimental study is to solve the following two questions:(1).What’s the effect of the schema-oriented instruction model on English reading teaching? (2).How the schema-oriented instruction model is carried out in English reading teaching?After a year’s practice in teaching, the author uses software SPSS 19.0 to analyze the statistics and draws the conclusion that the schema-oriented instruction model is operable and is effective in English reading teaching. The author also finds that the students are motivated and more active in English class. In the teaching process, their original schemas are activated and they can know more background information about the topic. Through observation, interview and questionnaire, the author finds that the students are eager for reading strategy from teachers and the schema-oriented instruction can satisfy students’ need and improve their reading ability.The aim of this thesis is to combine theory with practice and solve some problem in English reading teaching in high school and help students have a right attitude to English reading, which can help them achieve high grades in English reading.